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Teachers’ Use of Class Time and Student Achievement

Author

Listed:
  • Simon M. Burgess
  • Shenila Rawal
  • Eric S. Taylor

Abstract

We study teachers’ choices about how to allocate class time across different instructional activities, for example, lecturing, open discussion, or individual practice. Our data come from secondary schools in England, specifically classes preceding GCSE exams. Students score higher in math when their teacher devotes more class time to individual practice and assessment. In contrast, students score higher in English if there is more discussion and work with classmates. Class time allocation predicts test scores separate from the quality of the teacher’s instruction during the activities. These results suggest opportunities to improve student achievement without changes in teachers’ skills.

Suggested Citation

  • Simon M. Burgess & Shenila Rawal & Eric S. Taylor, 2022. "Teachers’ Use of Class Time and Student Achievement," NBER Working Papers 30686, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:30686
    Note: ED
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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